{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80150"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80150","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Relative Contribution of Antecedent Sources to Math Self-Efficacy","abstract":"Further research is needed to investigate the potentially differential impact of a negative experience (e.g., discouragement, negative role models) compared to positive ones on self-efficacy. Further study of the potential differences in men's and women's cognitive appraisal of their high school math-related experiences is also desirable. Future research efforts should utilize samples of younger students and follow them longitudinally, perhaps incorporating qualitative methods, to more fully understand the complexity of factors which contribute to math self-efficacy. Revisions to the MSES are also suggested.","abstract_html":"Further research is needed to investigate the potentially differential impact of a negative experience (e.g., discouragement, negative role models) compared to positive ones on self-efficacy. Further study of the potential differences in men&#x27;s and women&#x27;s cognitive appraisal of their high school math-related experiences is also desirable. Future research efforts should utilize samples of younger students and follow them longitudinally, perhaps incorporating qualitative methods, to more fully understand the complexity of factors which contribute to math self-efficacy. Revisions to the MSES are also suggested.","abstract_has_math":false,"creators":["Altman, Janice Hegeman"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Farmer, Helen S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:42Z","date_published":"2015-09-25T19:55:42Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Community College"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9717247"],"render_values":[{"text":"(MiAaPQ)AAI9717247","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80150","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Farmer, Helen S."]},{"key":"dc:creator","label":"Author","values":["Altman, Janice Hegeman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:42Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Community College"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80150","(MiAaPQ)AAI9717247"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Further research is needed to investigate the potentially differential impact of a negative experience (e.g., discouragement, negative role models) compared to positive ones on self-efficacy. Further study of the potential differences in men's and women's cognitive appraisal of their high school math-related experiences is also desirable. Future research efforts should utilize samples of younger students and follow them longitudinally, perhaps incorporating qualitative methods, to more fully understand the complexity of factors which contribute to math self-efficacy. Revisions to the MSES are also suggested.","Made available in DSpace on 2015-09-25T19:55:42Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9717247.pdf: 5956074 bytes, checksum: 667f2ea43ade376eccc8cb443327e892 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81432 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","128 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."]},{"key":"dc:title","label":"Title","values":["The Relative Contribution of Antecedent Sources to Math Self-Efficacy"]}]}],"canonical_facts":{"dc:contributor":["Farmer, Helen S."],"dc:creator":["Altman, Janice Hegeman"],"dc:date":["2015-09-25T19:55:42Z","10000-01-01","1997"],"dc:description":["Further research is needed to investigate the potentially differential impact of a negative experience (e.g., discouragement, negative role models) compared to positive ones on self-efficacy. Further study of the potential differences in men's and women's cognitive appraisal of their high school math-related experiences is also desirable. Future research efforts should utilize samples of younger students and follow them longitudinally, perhaps incorporating qualitative methods, to more fully understand the complexity of factors which contribute to math self-efficacy. Revisions to the MSES are also suggested.","Made available in DSpace on 2015-09-25T19:55:42Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9717247.pdf: 5956074 bytes, checksum: 667f2ea43ade376eccc8cb443327e892 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81432 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","128 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."],"dc:identifier":["http://hdl.handle.net/2142/80150","(MiAaPQ)AAI9717247"],"dc:language":["eng"],"dc:subject":["Education, Community College"],"dc:title":["The Relative Contribution of Antecedent Sources to Math Self-Efficacy"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}